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Inclusion & SEND

At St Mary’s everyone is supported, challenged and secure in a caring Christian environment.

Support

We are committed to providing an inclusive education for all pupils, including those with Special Educational Needs and Disabilities (SEND). We ensure that pupils with SEND have full access to a broad and balanced curriculum and are supported to achieve well, feel happy and be actively involved in all aspects of school life.

We recognise that children may experience barriers to their learning for a variety of reasons. Our approach is rooted in early identification and a clear graduated response (assess, plan, do, review), ensuring that support is carefully tailored to meet individual needs. Teaching is adapted to enable all pupils to access learning, and additional targeted support is provided where required.

We value strong partnerships with parents and carers. If you have any concerns about your child, please speak to their class teacher in the first instance. We will also contact you if we identify any concerns, and will work closely with you to plan, implement and review support.

Where appropriate, we work with a range of external professionals to ensure that pupils receive the most effective provision. While we may not always have immediate solutions, we are committed to working collaboratively to identify strategies that enable every child to make progress.

Our SENDCo team, Mrs E Kerr and Ms A Ramon, lead and monitor SEND provision across the school, ensuring that support is effective and that pupils’ needs are met. They are available to offer advice and guidance to families. Please feel free to contact them with any queries at senco@stmarysprimary.org.

 

SEND Information Report

We follow the Special Educational Needs and Disabilities (SEND) Code of Practice (2015) when identifying and meeting pupils’ needs. Our approach is underpinned by a clear graduated response, using the ‘assess, plan, do, review’ cycle to ensure that support is carefully tailored, implemented and evaluated for impact.

We are committed to early identification and the removal of barriers to learning through high-quality teaching, targeted support and, where appropriate, the involvement of external professionals. Provision is regularly reviewed to ensure that it remains effective and responsive to pupils’ needs.

We recognise the importance of working in partnership with parents and carers and involve them at every stage of the process, ensuring that decision-making is collaborative and that communication is clear and timely.

 

Further information about the principles and practice that underpin our approach please click on our SEND Information Report below.

Provision Map

Our Provision Map demonstrates how we support all pupils to learn and achieve their full potential. It outlines our universal provision (Wave 1), which includes high-quality teaching, inclusive classroom practice and appropriate adaptation to meet the needs of all learners. Where pupils require additional support to overcome barriers to learning, we implement a graduated response. This may include targeted interventions and additional provision at Wave 2. For a smaller number of pupils with more complex or persistent needs, more personalised and intensive support (Wave 3) is provided. The Provision Map reflects how support is carefully planned, implemented and reviewed to ensure it has a positive impact on pupils’ progress, attainment and well-being.

We provide support at three levels:

  • Wave 1: High-quality, inclusive teaching for all children
  • Wave 2: Small-group or targeted interventions led by school-based specialists
  • Wave 3: Individualised support, including external agency involvement where appropriate

Please click on our Provision Map below which reflects how support is carefully planned, implemented and reviewed to ensure it has a positive impact on pupils’ progress, attainment and well-being.

Ordinarily Available Provision

Ordinarily Available Provision has been developed in close partnership with school staff, partners and colleagues, to create a practical tool that aims to support schools to deliver positive, inclusive education for all children. Please click here to see more information on this provision. 

 

Useful Links for Parents, Carers and Staff:

Accessibility Plan and Equality Information

Complying with the Public Sector Equality Duty

The Equality Act 2010 requires St Mary’s Primary School to publish information demonstrating that we have due regard for the need to:

  • Eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Equality Act 2010
  • Advance equality of opportunity between people who share a protected characteristic and people who do not share it
  • Foster good relations between people who share a protected characteristic and people who do not share it

At St Mary’s Primary School, these duties are embedded within our core values:
Confidently Me – Belonging Together – Challenged to Contribute

Equality Objectives

At St Mary’s Primary School, we aim to:

  • Enable children to live, play and learn harmoniously, with adults modelling inclusive and respectful behaviours so that every child feels Confidently Me
  • Help children understand that difference and diversity are valued and celebrated, creating a culture of Belonging Together
  • Ensure that success is not dependent upon physical ability, culture, gender, social class, sexual orientation, family circumstance or membership of any majority group
  • Provide an environment where all members of the school community are supported and appropriately challenged so that they are Challenged to Contribute
  • Ensure that every adult member of our school community can fulfil their role without hindrance, with access to appropriate support and reasonable adjustments where necessary

Values Statement

To achieve these objectives, all members of the St Mary’s Primary School community commit to applying our guiding values in all decisions, actions and reflections:

Confidently Me

  • We ensure that every child feels valued, respected and safe, developing confidence in their identity, voice and abilities
  • We support children to understand and celebrate their individuality within a nurturing and inclusive environment

Belonging Together

  • We create a welcoming school community where every individual feels they belong
  • We promote mutual respect, understanding and positive relationships across all groups
  • We work in partnership with families, the church and the wider community to broaden children’s understanding of the diverse world in which they live

Challenged to Contribute

  • We inspire all children through a broad, balanced and ambitious curriculum that enables them to develop their full potential
  • We encourage children and adults to actively contribute to school life and wider society
  • We provide appropriate support and challenge so that everyone can succeed and participate fully

Commitments of Staff, Governors and Parents

All members of the St Mary’s Primary School community undertake to:

  • Listen to children and take their views into account
  • Work collaboratively as a team, demonstrating respect, integrity and care in all interactions
  • Support both children and colleagues to flourish
  • Encourage personal growth, independence and resilience through positive relationships
  • Meet individual needs, including those relating to disability and accessibility, through reasonable adjustments and inclusive practice
  • Deliver a well planned and ambitious curriculum that equips children with knowledge, skills and understanding
  • Provide a safe, accessible and supportive environment where everyone is respected and valued

Accessibility and Inclusion

Through this Accessibility Plan, St Mary’s Primary School is committed to:

  • Increasing access to the curriculum for all pupils
  • Improving the physical environment of the school to enable greater access for all
  • Enhancing the availability of accessible information to pupils, staff, parents and visitors

These actions ensure that every member of our community can participate fully, reflecting our commitment to Belonging Together and being Confidently Me, while being appropriately Challenged to Contribute.